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License: Licence agreement concerning inclusion of doctoral thesis in the Institutional Repository of the University of LeidenApril 4th, 2011
One strategy emanated from self-determination theory to optimize motivational orientation in the classroom is to provide information about the rationale of a specific task. Three field experiments were conducted in pre-vocational (n = 734 and n = 88) and pre-university (n = 99) secondary education (age 11-17) to replicate the findings from other contexts and school levels. Questionnaires and a sentence revision task were used. Students were randomly assigned to one of three conditions (intrinsic; extrinsic; or no motivational information). Results from three MANOVA analyses showed that motivational information did not affect the girls’ motivation and performance. However, boys in pre-vocational secondary education became intrinsically motivated from extrinsic information when they worked on an unfamiliar task (experiment one). This effect was not retrieved when the boys were familiar with the task (experiment two) and for boys within a pre-university context. Consequences of these surp
License: Licence agreement concerning inclusion of doctoral thesis in the Institutional Repository of the University of LeidenApril 4th, 2011
One strategy emanated from self-determination theory to optimize motivational orientation in the classroom is to provide information about the rationale of a specific task. Three field experiments were conducted in pre-vocational (n = 734 and n = 88) and pre-university (n = 99) secondary education (age 11-17) to replicate the findings from other contexts and school levels. Questionnaires and a sentence revision task were used. Students were randomly assigned to one of three conditions (intrinsic; extrinsic; or no motivational information). Results from three MANOVA analyses showed that motivational information did not affect the girls’ motivation and performance. However, boys in pre-vocational secondary education became intrinsically motivated from extrinsic information when they worked on an unfamiliar task (experiment one). This effect was not retrieved when the boys were familiar with the task (experiment two) and for boys within a pre-university context. Consequences of these surp
